Teaching the English Modals  

Oleh:

Ney, James W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 11 no. 1 (Jun. 1980), page 35-42.
Topik: Teaching the English
Fulltext: RELC 1980,VOL.11,NO.1 hal 35-42.pdf (429.02KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/11 Non-tandon: tidak ada Tandon: 1

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If Hammerly’s (1977) assessment for the teaching of French and Spanish can be applied to the teaching of English as a second language, then 80% of the grammar of English can be learned by induction and 20% can be learned by deduction. Undoubtedly, the facts concerning the use and distribution of the modals lie within the 20% which should be learned by deduction. Since this is probably true, it is fortunate that linguists, working within the transformational model like Hofmann (1966), Jenkins (1972), Seuren (1969) and others, suggest a framework which can be used for teaching the English modals. Basically, this framework divides each of the four present tense modals, can, may, will and must into two different words: can which is the root word and can2 which is the epistemic word. It then assigns different meanings to each of the different words thus established depending on whether they are root words or epistemic words. For purposes of teaching the modals, however, it will be assumed that it is not necessary to treat each of the surface forms of the English modals as separate words. Quite simply, the expedient will be adopted of referring to the epistemic and root meanings of each of the modals.

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